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Using Assessment to Improve the Accuracy of Teachers' Perceptions of Students' Academic Competence.

ABSTRACT: Teachers' perceptions of their students' academic skills can affect students' achievement and may be influenced by unrelated student characteristics such as socioeconomic status (SES). In this ad hoc randomized controlled trial, teachers (n = 28) were randomly assigned to receive training on using assessment to guide literacy instruction, Assessment-to-Instruction (A2i), or on Math PALS (control). Teachers rated students' (n = 446) academic competence. A2i teachers' ratings did not vary by SES, and their ratings correlated more strongly with students' literacy and mathematics assessment scores compared with those of the control teachers. Control teachers generally underestimated lower SES students' academic competence; underestimation was greater at more affluent schools. Teachers' ratings of students' academic competence predicted reading and mathematics outcomes. Thoughtful use of assessments to guide instruction appeared to improve the precision of teachers' ratings of students' academic competence, improve student outcomes, and reduce potential teacher biases about children from higher-poverty families.

SUBMITTER: Gatlin-Nash B

PROVIDER: S-EPMC8681869 | biostudies-literature | 2021 Jun

REPOSITORIES: biostudies-literature

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Using Assessment to Improve the Accuracy of Teachers' Perceptions of Students' Academic Competence.

Gatlin-Nash Brandy B Hwang Jin Kyoung JK Tani Novell E NE Zargar Elham E Wood Taffeta Star TS Yang Dandan D Powell Khamia B KB Connor Carol McDonald CM

The Elementary school journal 20210601 4

Teachers' perceptions of their students' academic skills can affect students' achievement and may be influenced by unrelated student characteristics such as socioeconomic status (SES). In this ad hoc randomized controlled trial, teachers (<i>n</i> = 28) were randomly assigned to receive training on using assessment to guide literacy instruction, Assessment-to-Instruction (A2i), or on Math PALS (control). Teachers rated students' (<i>n</i> = 446) academic competence. A2i teachers' ratings did not ...[more]

PMID: 34924590

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Project description:BackgroundIntegrating Artificial Intelligence (AI) in educational applications is becoming increasingly prevalent, bringing opportunities and challenges to the learning environment. While AI applications have the potential to enhance structured learning, they may also significantly impact students' creativity and academic emotions.ObjectivesThis study aims to explore the effects of AI-integrated educational applications on college students' creativity and academic emotions from the perspectives of both students and teachers. It also assessed undergraduate students' and faculty's attitudes to AI-integrated applications.MethodologyA mixed-method research design was used. In the first phase, a qualitative research approach was employed, utilizing theoretical sampling to select informants. Data were collected through in-depth interviews with undergraduate students and university lecturers to gain comprehensive insights into their experiences and perceptions. A scale was developed, validated, and administered to 120 students and faculty in the quantitative phase. Descriptive statistics was used to analyze the data.FindingsThe study revealed that AI applications often impose rigid frameworks that constrain creative thinking and innovation, leading to emotional disengagement due to AI interactions' repetitive and impersonal nature. Additionally, constant AI assessments heightened performance anxiety, and technical frustrations disrupted the learning process. Conversely, AI applications stimulated creativity by introducing new ideas and problem-solving techniques, enhanced engagement through interactive elements, provided personalized feedback, and supported emotional well-being with gamified elements and constant availability. Quantitative data also verified that teachers and students have positive attitudes toward the benefits and challenges of these applications.ConclusionsAI integration in educational applications has a dual-edged impact on college students' creativity and academic emotions. While there are notable benefits in stimulating creativity and enhancing engagement, significant challenges such as creativity constraints, emotional disengagement, and performance anxiety must be addressed. Balancing these factors requires thoughtful implementation and continuous evaluation to optimize the role of AI in education.

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Using Assessment to Improve the Accuracy of Teachers' Perceptions of Students' Academic Competence.

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Using Assessment to Improve the Accuracy of Teachers' Perceptions of Students' Academic Competence.

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